RRHC Preliminary English Extension I ASSESSMENT AND ...€¦ · Task Number 1 Task Name Imaginative Response Course Preliminary Extension English 1 Faculty English Teacher J Flanagan

RRHC Preliminary English Extension I

ASSESSMENT AND REPORTING BOOKLET 2020

Preliminary Scope and Sequence Ext 1 English 2020

Weeks 1 2 3 4 5 6 7 8 9 10 11

Term 1 2020

Introduction to Texts, Culture and Value Students are introduced to the unit Texts, Culture and Value and an awareness developed of the scope of literary movements from pre-history to post-modernity. Students are introduced to the period of post-colonialism and the Research Project. Related Independent Project

Texts, Culture and Value -Difference and ‘the Other’: Imaginative writing on cultural difference Examine the idea of ‘the Other’ through the study of a variety of contemporary short texts that explore concerns of the colonial and post-colonial encounter. Related Independent Project

Term 2 2020

1 2 3 4 5 6 7 8 9 10

Research methodology Related Independent Project

Texts, Culture and Value -Appropriation: Critical study of texts as an examination of appropriation, including notions of value. Related Independent Project

Term 3 2020

1 2 3 4 5 6 7 8 9 10

Texts, Culture and Value – colonialism/decolonisation Critical study of the film focused on an exploration of colonialism and its aftermath

Texts, Culture and Value -Bringing the texts together Compare the representations of post-colonial worlds, their contexts and purposes.

1 2 3 4 5 6 7 8 9 10

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Term 4 2020

HSC Course begins

Preliminary Extension I English Assessment Schedule 2020

Component Task 1 Task 2 Task 3 Weighting %

Imaginative response Multimodal TED Talk

Yearly Examination

Term 1, Week 11 Term 2, Weeks 9–10 Term 3, Week 10

Outcomes assessed EE11-2, EE11-3, EE11-6

Outcomes assessed EE11-1, EE11-2, EE11-3, EE11-4, EE11-5

Outcomes assessed EE11-1, EE11-2, EE11-3, EE-4, EE11-5

Knowledge and Understanding of texts and why they are valued

15 20 15 50

Skills in complex analysis composition and investigation

15 20 15 50

Total % 30 40 30 100

MODULE: TEXTS, CULTURE AND VALUE

Texts, Culture and Value

Students explore the ways in which aspects and concerns of texts from the past have been carried

forward, borrowed from and/or appropriated into more recent culture. The module develops

students’ understanding of how and why cultural values are maintained and changed.

Students examine a key text from the past and its manifestations in other contexts and media.

Through close study they:

•consider the relationships between the text and its culture

•explore the language of the text and examine the ways in which language shapes and reflects

values

•consider the effects of different ways of responding to the text

•consider the ways and reasons the original and later manifestations of the text or aspects of the

text are valued.

Students also explore, analyse and critically evaluate different examples of such texts in a range of

contexts and media, including texts of their choosing.

Students develop a range of imaginative, interpretive and analytical compositions, including some

which explore the relationships between key texts from the past and texts in more recent culture.

These compositions may be realised in various forms and media. Students investigate topics and

ideas, engage in independent learning activities, and develop skills in sustained composition.

Related Project

This project provides opportunities for students to develop skills in independent investigation and

critical and creative thinking. Students apply their knowledge about texts studied in this module to

their own selected texts. They develop an understanding of research methodologies suitable to

support a range of interpretive, analytical and imaginative projects.

Students select a key text and examine and evaluate manifestations of their selected text in other

contexts and media, while considering how and whether the values embedded in one text parallel,

challenge or offer alternatives to the other.

Students realise insights into their research and personal evaluation of the texts in an imaginative and analytical multimodal presentation. This project may be undertaken concurrently with study

of the module Texts, Culture and Value.

Types of texts used:

Teachers prescribe ONE text from the past and its manifestations in one or more recent cultures

Students select ONE text and its manifestations in one or more recent cultures. Students research

a range of texts as part of their independent project

Across Stage 6 the selection of texts should give students experience of the following as

appropriate:

-texts which are widely regarded as quality literature, including a range of literary texts written

about intercultural experiences and the peoples and cultures of Asia

-a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors and

those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander Peoples

-a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media,

multimedia and digital texts

-integrated modes of reading, writing, listening, speaking, viewing and representing as

appropriate.

For the English Extension Year 11 course students are required to:

▪ complete 60 indicative hours

▪ undertake study of the common module

▪ undertake the related independent research project.

Prescribed: Heart of Darkness (prose fiction), by Joseph Conrad Additional Texts may include: Cleverman (T.V. series, directed by Wayne Blair and Leah Purcell); My Other (poetry by Anita Heiss), Shooting an Elephant (essay by George Orwell), Dead Man’s Path (short story, by Chinua Achebe) The Secret River (T.V. series, directed by Daina Reid and prose fiction, written by Kate Grenville), artworks by Adam Hill, short-stories and essays by Chinua Achebe, The Drover’s Wife (a play by Leah Purcell) Chocolat (film by Lasse Halstrom)

Preliminary English

Extension Course

Outcomes

A student:

• EE11-1

demonstrates and applies considered understanding of the dynamic

relationship between text, purpose, audience and context, across a range of

modes, media and technologies

• EE11-2

analyses and experiments with language forms, features and structures of

complex texts, evaluating their effects on meaning in familiar and new

contexts

EE11-3

thinks deeply, broadly and flexibly in imaginative, creative, interpretive and

critical ways to respond to, compose and explore the relationships between

sophisticated texts

EE11-4

develops skills in research methodology to undertake effective independent

investigation

EE11-5

articulates understanding of how and why texts are echoed, appropriated

and valued in a range of contexts

EE11-6

reflects on and assesses the development of independent learning gained

through the processes of research, writing and creativity

Assessment Task Notification

RICHMOND RIVER HIGH CAMPUS

Task Number 1 Task Name Imaginative Response

Course Preliminary Extension English 1

Faculty English

Teacher J Flanagan Head Teacher J Flanagan

Issue date At least two-weeks before the assessment task

Due date Wednesday, submit during class, Week 10 term 1 2020, 01.04.20, 1.40pm

Focus (Topic) Difference and ‘the Other’ Task Weighting

30%

Outcomes

A student: EA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EA11-3 analyses and uses language forms, features and structures of texts considering appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments EA11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner

TASK DESCRIPTION – TEXTS, CULTURE AND VALUES: Representing the “Other” – Imaginative

Response

Context: In this unit, students have explored the relationship between texts and culture. Students have explored ideas of representation, difference, power, colonisation and decolonisation in order to understand how experiences and processes of ‘othering’ are depicted in a variety of texts. In this assessment task, students draw on the texts studied in class to compose their own imaginative response that reflects key ideas explored in the unit. Nature of the task Compose a 1500 word imaginative response [or equivalent for poetry, graphic fiction, etc.] that explores an experience that is marked by cultural difference and power structures. Model the writing, at least in part, on one of the texts studied in this unit and write a 200 word reflection on how that text influenced your own composition.

Marking guidelines for Imaginative Response

A student: Mark range

• composes a skilfully crafted imaginative text that explores an experience of cultural difference and power structures

• uses a highly effective range of language forms and features to express ideas

• demonstrates a highly developed ability to reflect on and explain the choices made as a writer

• demonstrates a highly developed ability to use language to communicate complex ideas.

25–30

• composes a well-crafted imaginative text that explores an experience of cultural difference and power structures

• uses an effective range of language forms and features to express ideas

• demonstrates a well-developed ability to reflect on and explain the choices made as a writer

• demonstrates a well-developed ability to use language to communicate complex ideas.

19–24

• composes an appropriately crafted imaginative text that explores an experience of cultural difference and power structures

• uses some language forms and features to express ideas

• demonstrates a sound ability to reflect on and explain the choices made as a writer

• demonstrates a sound ability to use language to communicate complex ideas.

13–18

• composes a simply crafted imaginative text that explores an experience of cultural difference and power structures

• attempts to use some language forms and features to express ideas

• demonstrates a basic ability to reflect on and explain the choices made as a writer

• demonstrates a basic ability to use language to communicate complex ideas.

7–12

• composes a poorly crafted imaginative text that explores an experience of cultural difference and power structures

• uses a limited range of language forms and features to express ideas

• demonstrates a limited ability to reflect on and explain the choices made as a writer

• demonstrates a limited ability to use language to communicate complex ideas.

1–6

Feedback:



Task Number 2 Task Name Multi-modal TED talk


Faculty English



Due date Submit during class, Weeks 9 -10 term 2, 24.06.20, 1.40pm


40%

Outcomes:

A student: EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologies EE11-2 analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contexts EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to, compose and explore the relationships between sophisticated texts EE11-4 develops skills in research methodology to undertake effective independent investigation EE11-5 articulates understanding of how and why texts are echoed, appropriated and valued in a range of contexts

TEXTS, CULTURE AND VALUE:

Representing the “Other” – Multimodal TED Talk

Context: This project provides opportunities for students to develop skills in independent investigation and critical and creative thinking. Students apply their knowledge about texts studied in this module to their own selected texts. They develop an understanding of research methodologies suitable to support a range of interpretive, analytical and imaginative projects. Nature of the Task: You are to present a 7-minute TED talk for a youth conference on how imaginative literature (including film) can deepen our understanding of an aspect of cultural difference and/or conflict. You should articulate a personal response that has been informed by other interpretations of texts which you have gained through your independent research project. The presentation must include visual elements to enhance the impact and meaning of your speech. At the end of the TED talk, you will be required to answer two questions on your chosen topic. Note: As part of the preparation for this task, you will need to submit your journal with reflections and annotations at intervals throughout the project for monitoring and informal feedback.

Marking guidelines for Multimodal TED Talk


• Demonstrates a perceptive understanding of post-colonial ideas and values

• Demonstrates, with flair and insight, the extent to which their related text is a

reflection of, challenge to, or alternative to values in at least two prescribed

texts.

• Displays highly developed control of language and multi-modal features to

communicate complex ideas and to engage the audience.

• Demonstrates highly developed skills in research methodology

35-40

• Demonstrates an effective understanding of post-colonial ideas and values

• Demonstrates with competency the extent to which their related text is a


texts.

• Displays well developed control of language and multi-modal features to

communicate complex ideas and to engage the audience.

• Demonstrates well developed skills in research methodology

29-34

• Demonstrates a sound understanding of post-colonial ideas and values

• Demonstrates with adequacy the extent to which their related text is a reflection

of, challenge to, or alternative to values in at least two prescribed texts.

• Displays a sound control of language and multi-modal features to communicate

complex ideas and to engage the audience.

• Demonstrates sound skills in research methodology

20-28

• Demonstrates a basic understanding of post-colonial ideas and values

• Demonstrates in a basic capacity the extent to which their related text is a


texts.

• Displays a basic control of language and multi-modal features to communicate


• Demonstrates basic skills in research methodology

11-19

• Demonstrates a limited understanding of post-colonial ideas and values

• Demonstrates in a limited capacity the extent to which their related text is a


0-10


texts.

• Displays limited control of language and multi-modal features to communicate


• Demonstrates limited skills in research methodology

Feedback:



Task Number 3 Task Name Yearly Examination


Faculty English



Due date Attempt during the Yearly Examinations, week 9,10 term 3, 2020


30%

Outcomes:

A student: EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologies EE11-2 analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contexts EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to, compose and explore the relationships between sophisticated texts EE11-4 develops skills in research methodology to undertake effective independent investigation EE11-5 articulates understanding of how and why texts are echoed, appropriated and valued in a range of contexts

TASK DESCRIPTION – TEXTS, CULTURE AND VALUE:

Representing the “Other” – Yearly Examination Nature of the task: The yearly examination will assess students’ ability to analyse, evaluate and compare the ideas and values in the primary and related texts studied over the duration of the unit. Duration: 1 Hour, with 5 minutes reading time Marking criteria You will be assessed on your ability to: • analyse and evaluate the texts, values and ideas studied in the unit of work • use evaluative language to reflect on the stylistic choices made by different composers and

their effectiveness in shaping values and meaning

• demonstrate control and clarity of language to express complex thought and expression.

Documents

RRHC Preliminary English Extension I ASSESSMENT AND ...€¦ · Task Number 1 Task Name Imaginative Response Course Preliminary Extension English 1 Faculty English Teacher J Flanagan